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Week 3 w/Sorensen/Farley

September 2, 2019 by Kim Sorensen & Rebecca Farley

In Math last week we covered so much material!  We talked about place value and all the different ways to show it, comparing numbers into the ten thousands place, and finding number patterns.  Probably the most difficult concept for these kids has been something like, “How many total tens are in the number 420?” The answer is 42 tens. We learn this so that we can compute numbers across the different place values.  For example, this week we will look at problems like 14,000 + 9,000. We will solve it by saying 14 thousands plus 9 thousands is equal to 23 thousands and then write it knowing that 23 thousands = 23,000. Or, we might have 60,000 x 5 and we know that 6 ten thousands times 5 is equal to 30 ten thousands or 300,000.  This is tricky, but I have no doubt that our class will do very well with this. We will end the week with rounding up to the nearest hundred thousands. I’m hoping our 4th graders will pick right up from where we left off last year with this. This past week we tried out our first math fact assessment and look forward to continuing on this week with more assessments.  This week ask your kiddos questions just like described above! 

Homework this week: 

  • Tuesday: Place Value Worksheet (This was actually last week’s, I just didn’t get it sent home, however, I would really like to see how the kids do on their own with this)
  • Wednesday: Rounding Worksheet

3rd Grade Math:  We will begin rounding!  This is such a tough standard!  At the beginning of the week we look at number lines and determine what intervals are shown on the number line.  We talk about what the halfway point, or mid point is between two intervals. We will then use a number line to help us visualize what multiple a number is closer to, or what we round to.  This will take some determination and hard work from our 3rd graders, but they can do it!  

 Last week in writing we created our narrative notebooks, our writing journals and discussed the elements that make up a personal narrative. Now that that task is complete, students will narrow down many of their favorite personal narrative topics and we will begin the detailed process of creating our “Masterpiece”. As a class, we will discuss that creating an exceptional writing piece takes a lot of time, thought, planning and revisions. We will slowly work through each step of the writing process and make this journey FUN! This week we will learn how to generate story ideas and how to narrow those ideas to a seed topic. 

In projects, our class took the whole week to thoroughly research and identify our Nevada state symbols. Your child did a fantastic job of researching and presenting their assigned symbol in front of the class. Unfortunately, we ran out of time to take the vocabulary quiz (Quizlet) last week, so students will be taking the quiz Tuesday. Then, we will move on to our early Nevada settlers and begin our “Who would move to Nevada?” unit. For this social studies project, students will be assigned new project groups where they will research an assigned group of Nevada settlers. 


  • Please remember if your child wants to wear “Crazy socks/leggings” to school, the fee $1 per quarter. Any color socks or leggings other than white, black, and navy are considered “crazy/silly” ? They can bring the money to the front office or our classroom.
  • 9/11- The Family Engagement Committee will be hosting a Patriotic Dress Up Day. Students can wear red, white, and blue for a $1 donation. Please make sure any attire worn this day covers as much as uniforms. We will collect money in the classroom first thing in the morning.